• GRAD Lab will be held in the Center for Built Environment and Infrastructure Studies (CBEIS).

• • • Dr. David Wilson, President, Morgan State University
    • Dr. Michael G. Spenser, Dean, School of Engineering, Morgan State University
    • Dr. Monique Head, Associate Dean of Research and Graduate Studies, School of Engineering, Morgan State University.

10:15 AM  Why Graduate School? by Dr. Howard G. Adams, H.G. Adams Associate, Inc., GEM Program Consultant

11:30 AM  How to Apply to Graduate School by Dr. Renetta G. Tull, Associate Provost for Graduate Student Professional Development and Postdoctoral Affairs, UMBC.

• Collaborate with Student Life and other Homewood Student Affairs (HSA) colleagues to infuse issues of diversity and inclusion in annual and on-going leadership development for student leaders (e.g., resident assistants, orientation mentors, SGA, etc.). Collaborate and work with Student Leadership and Involvement, Center for Social Concern and other Student Life offices to establish cross-cultural and collective support of all student leadership and organizations.
• Develop productive working relationship with student leaders through the advisement of the Multicultural Leadership Council, composed of executive board members of the 20+ multicultural student organizations within OMA. Advising efforts include leadership development, setting annual goals for the Council, and planning and implementing collaborative programming at the MASC.
• Support leadership development of Multicultural Leadership Council (and other multicultural student leaders) by creating and evaluating leadership-training modules (virtual and face-to-face) that are grounded in relevant theories, research, and trends. Training includes onboarding for new board members.
• Develop, manage, evaluate, and revise (as needed) the MLC resident policies and procedures.
• Formally advise some of the MLC members. Advising includes guiding student leaders in establishing annual organization goals, problem solving, advocacy, attending meetings, supporting programming efforts, and identifying funds for events as needed.
• Manage and advise the Men of Color Hopkins Alliance (MOCHA). This includes helping student leaders recruit and retain members, identifying MOCHA leadership team, developing program guidelines, creating leadership programs, and providing networking opportunities with JHU alums, faculty, staff and Baltimore male leaders of color. Provide mentoring and individual support for MOCHA members as needed.
• Collaborate with faculty to develop and co-teach a one-week winter Intersession course exploring the implications of racial inequality and social justice for leaders.

• Advise student-led cultural month planning committees, providing guidance through leadership development, planning events, navigating campus polices, and reviewing budget and major purchases as needed.
• Work with external vendors to secure speakers for leadership training and other campus events.
• Advocate for URM students individually, as problems arise, and through participation on broader university committees. Support multicultural students in the development of self-advocacy skills.
• Serves as a university resource on issues of diversity and cultural sensitivity as needed.
• Establishes supportive relationships with underrepresented minority students, provides advice/guidance regarding academic, social and personal development issues. Facilitates timely referrals with appropriate campus resources as needed.
• Collaborates with the Student Success Programs office staff to train Mentoring 

• Master's degree in higher education, college student personnel, counseling, psychology, or related fields is required.

• At least three years of related experience working with college students from diverse backgrounds in a complex environment required. Expertise and experience in developing leadership or other training programs and advising student organizations. Evidence of establishing partnerships across campus.

• Competent in cross-cultural counseling, student development and student leadership theories, workshop design, leadership training, and intercultural communications.
• Knowledge of racial identity development theories and issues faced by high achieving underrepresented racial minorities attending predominantly white institutions.
• Knowledge and skill in developing, presenting and assessing seminars and workshops for students, faculty, and staff.
• Ability to work in a complex, data driven work environment.
• Strong communication, organizational, and problem solving skills.
• Ability to work in a cross cultural environment.
• Ability to use appropriate judgment when dealing with sensitive issues.
• Ability to manage university staff and budgets.
• Ability to manage conflict and teach conflict resolution.
• Ability to create, organize, and implement campus-wide programming.

Co-sponsored by the Dresher Center for the Humanities & MLLI

• How does higher education research act as a form of violence to populations that are the subjects of study, but rarely the recipients of our resources?
• How does higher education research operate in ways that promotes imperialism, colonialism, and elitism?
• How does higher education research promote and sustain white supremacy and hetero-cis patriarchy?
• How often do higher education scholars engage in pseudo-intellectualism in pursuit of funding and other resources that are self-serving?
• How does higher education research (and the research process overall) promote a disconnection between the researchers’ identities and the types of questions and methodologies they engage?
• How are higher education researchers demonstrating a commitment to activism beyond studying it?
• How are higher education researchers trained to maintain the status quo in the institutions and foci we study?
• How does higher education research address society’s most vexing issues (e.g. mass incarceration, gun violence, hetero-cis-patriarchy, immigration)?
• How do higher education scholars move beyond fear or repercussion for speaking truth to power in an era of extreme suppression?
• How do higher education scholars generate research that traverses the boundaries of the academy and that positively influences the lives of people in their communities, locally, nationally, and globally?
• Who gets to determine when and if one is “woke,” and what metrics are useful to ascertaining one’s wokeness?